Abstract:

Information and Communication Technologies facilitate the construction of knowledge or learning, by combining the variety of technological devices (teleconferences, tutorials, forums, etc.) with pedagogical approaches (problem-based learning, flipped classroom, gamification, etc.) In this perspective, Blended Learning (BL) is positioned as a "standardized" practice, which integrates e-learning with classroom teaching, through intensive exchanges between teaching and technology, generating the convergence of mediations and resources. In its practice, the links built in the virtual and physical scenarios are distinguished, aimed at pedagogical intermediation, constituting ecosystems that favor learning, through monitoring and feedback. The interactions built respond to an instructional design that favors collaborative work, between peers, from the dialogue, where patterns of discourse and structures of participation are structured to show their level of participation in the appropriation of knowledge. In the dynamics of promoted didactic interactions, a diversity of training activities takes place, some more affirmative than others and some with greater interactivity.

The objective of this study is yo recognize the educational interventions that make possible the development of the BL, specifically, of the didactic interactions, both in the face and virtual level, and that mobilize the apprehension of the knowledge, from a formative experience.

Based on the interpretative approach, we have compiled the interactions generated in the virtual forums and the face-to-face sessions of a training experience in BL; the same ones that constituted the textual corpus for the analysis and systematization of the information, considering the sequences and patterns of the process of construction of knowledge or learning (how, what and who does it).

The results of the BL experience show how this is done, that is, in the organization of the teacher-student interaction, face-to-face interactions prevail over virtual ones, at the beginning of the process, and later on, virtual ones stand out over face-to-face ones. In this way, autonomy in learning is generated. Regarding what is done, which consists of determining the quality of the ideas elaborated, and which are made explicit as constructed knowledge, and of a public nature, the greater number of virtual interactions, will contribute to a greater generation of main ideas, and as they advance in the development of the subject, it will intensify. Finally, on who does it, where the responsibilities in the construction of knowledge predominate, a greater autonomy is observed in the student, although its transcendence is not equally manifested in the learning process

The findings of the three dimensions (how, what and who does it) of the educational practice of BL show transitions in its formative habit, from presence to greater interactions in the virtual world. The changes in linkage express the organization of the changes, from a dynamic that is strengthened more in virtual than in face-to-face settings. The appropriation of knowledge is manifested in the quality of the elaborated content, positioning virtuality as a favorable scenario for the construction of significant knowledge, and of contents of high importance related to what is done. About who does it, about the level of appropriation of the learning, this, resides in the student, essentially, in the elaboration of ideas of high importance.

Keywords:

Blended Learning, Didactic interaction, Knowledge construction, Instructional design, Educational practice.